By relegating the culturally disadvantaged to a deviant status, social and professional institutions create differential perceptions and expectations and influence their self-evaluation, academic success, and career opportunities. The transformation of deviance into incompetency has also led to formally sanctioned methods of managing deviancy.…

Suggests the I.Q. test score is a deterrent to change in education. Examines the evidence on which the concept of I.Q. is based. (ST)

The text of a statement by the Director, Office of Civil Rights, H.E.W., submitted to the Civil Rights Oversight Subcommittee of the House Committee on the Judiciary, June 14, 1972. (Author/JM)

An investigation of the criteria teachers use when discriminating among students who are approximately equal in measured achievement but whom teachers recommend for different tracks. (Author)

Suggests practical ways for grouping students for reading instruction. (VJ)

Describes the development of an instrument to measure student attitudes towards a tracking system. (CK)

Describes how the tracking system in two schools contributed to greater rates of failure, academic decline, alienation, and delinquency among non-College bound students. An alternate model is included. (DM)

The importance of educational research as a determinant of educational policy and practice is demonstrated. The impact of racism on research technology and the effect of research technology on racism is explained, including alternatives to present research methodology. (Author/RL)

A study was done to determine the social status and hierarchy attached to reading achievement in a first grade class. In addition to learning to read, children are tacitly learning that reading is the most important subject to be mastered in school and that both group and individual status is determined by the reading group to which one belongs.…

Third grade students were identified as either fast/accurate or slow/accurate in response style on the Matching Familiar Figures Tests and Thurstone's Spatial Relations Test. The fast and slow students performed similarly on untimed tasks, as predicted. Contrary to expectations, they also scored similarly on timed tests. (Author/RD)

Summarizing research on standardized tests in the United States, the author identifies three historical rationales for such testing and explores current attitudes toward and use of test results. (WD)

Summarizes current research on ability grouping of academically gifted students. Findings show that advanced students benefit more academically than low-ability students from homogeneous grouping; homogeneous groups are more academically and socially beneficial for all abilities than heterogeneous grouping; continuous progress makes an academic…

Review of tracking research reveals a small number of well-designed studies with equivocal results. The Tennessee Class Size Study demonstrates convincingly that student achievement is better in smaller K-3 classes and the effect continues later in regular-sized classes. More randomized, controlled field trials such as this are needed. (SK)